Two field studies used 2400 “lost letters” to test the hypothesis that return rates would be greater from smaller rural communities (population Ms = 1729) than from a city (population M = 60,591), unless the addressee was affiliated with a socially or politically deviant group. Addresses' affiliations were significantly associated with different rates of return in both studies. In Study A, community size and addressees' affiliations were significantly associated with different rates of return in the city and smaller rural communities, rates generally being greater in the city even when the people in need of help were affiliated with the deviant “For Prostitution, or Female and Male Sex Workers.” Destinations were not associated with return rates in either study. In Study B, community size and addressees' affiliation were significantly associated with different rates of return in only smaller rural communities. Return rates were lower than those from the city except when the person was affiliated with the deviant “NORML or Legalized Prostitution” addressees.
The purpose of this study was to determine the effect of feedback given to (a) target student(s) from same sector (close by) and (b) opposite sectors (at a distance) on the off-task behavior of middle school physical education students. The design used in this investigation was a reversal A-B-A-B with two treatments, single case design across subjects. The two treatments (independent variables) were same sector feedback and opposite sector feedback. Data were collected on the dependent variable of off-task behavior and the variables of rate and type of feedback, student and teacher location, and teacher movement. Results indicated consistency in the decline of off-task behavior for all classes when opposite sector (crossgroup) feedback was implemented, which suggests that teacher feedback at a distance can be an effective technique for reducing student off-task behavior. In all but one case, off-task behavior rates reduced markedly at the point when the intervention was introduced. The results also indicated both participating teachers tended to use more skill feedback and less management feedback with their classes when using crossgroup feedback.
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